Attempts to reconcile classical and modern ways of thinking about corruption by emphasizing the connection between the idea of corruption and the vitality of the political process. Discusses the differences between behavior-specific conceptions of corruption and those emphasizing social and political processes. (MJP)

Examines ways Chinese universities are evolving due to an emerging free market economy. Identifies organizational trends associated with societal transformation. Trends discussed include institutional consolidation for improved revenue generation, competition for admission in new disciplines, and faculty professionalization and demand for…

Utilizes interviews with private and township (segregated black areas) teachers to explore perceptions regarding art education in South Africa. Discovers a huge dichotomy between the insular private schools and the underfunded townships. Recommends a greater sharing of resources, cultures, and experiences, as well as, an emphasis on vocational…

Asserts that there is an important difference between history as socially constructed knowledge and as an objective, fixed account. Reports on a content analysis of three high school world history texts to determine how the meaning from them may be influenced in the content and power relations implicit in the textbook language. (CFR)

Describes how the National Council for the Social Studies (NCSS) grew into a major professional organization during the years 1947-1968. Discusses the NCSS response to domestic and social issues such as civil rights, the Cold War, and educational reform following Sputnik. (CFR)

Contends that human rights education, particularly in the United States, tends to emphasize civil and political rights. Argues the need to emphasize economic and social rights and the interdependency of human rights. Contends that moral education should open discussion and scholarship so that students will choose their values. (CFR)

Describes the work of Alice Paul in her 49-year struggle to pass the Equal Rights Amendment. Discusses the differences between her proposed language for the amendment, drafted in 1922, and what she considered the flawed language of the amendment that passed Congress in 1972. Includes a legislative chronology for the Equal Rights Amendment. (CFR)

Maintains that China has established "window cities," designed to view and absorb Western policies. Asserts that education is categorized as one of the Chinese development strategies. Examines the relationship between educational development and the window effects. (CFR)

Describes the background and impact of the History Workshop at the University of the Witwatersrand, South Africa, on the role of history in shaping South African society since 1977. Asserts that a revolution in historical writing has taken place and that it has reached the general public through public conferences. (CFR)

A study of black South African students' perceptions of current high educational failure rates involved a survey of 385 students from 4 Natal Province schools. Self-blame, teacher blame, and lack of facilities and equipment were the top three of nine reasons for student failure. (JB)

Examines the political strategies used by 261 female and 105 male teachers from 99 urban, 144 rural, and 123 suburban areas when interacting with "closed"/"ineffective" principals. Teachers' reasons/purposes for using such strategies and teachers' opinions concerning the strategies' effectiveness were studied within the context…

Community leadership roles taken by African-American educators between 1795 and 1954 are reviewed, including biographical sketches of several prominent Blacks. Educators were major figures in African-American movements toward specific cultural objectives. (SLD)

Asserts that political attitudes and beliefs affect curriculum development and selection of instructional materials. Describes a Women in Literature course in which students participate in the selection of books and other reading materials. Discusses the process the students used, nonparticipatory students, and issues of personal biases. (CFR)

Maintains that current efforts to reform education and social studies are cycles of media hyperbole and political hope. Contends that issues underlying various programs are really about power and control. Argues that social studies has a role in making schools and students models of democratic thought and action. (CFR)

Maintains that the standardized teacher/course evaluation form has become a ritual at virtually every major U.S. university. Argues that many good teachers are unrewarded, ineffective ones win prizes, and the evaluation process is a means of monitoring political orthodoxy. (CFR)